Application for the 2019 courses is now open. Study in Budapest this summer - APPLY NOW

Learning can be fun - a course for high-school studentsFor the first time in the history of the summer school, we invite Hungarian high-school students to the CEU campus to an intensive five-day long course on higher education and critical thinking. See course page for the application details.

Search Courses

Title containing

Discipline containing

Select discipline

Year

From

Format: 2019-01-21

To

Format: 2019-01-21

Research-Intensive courses

The course is designed to familiarize participants with the increasingly influential, though still controversial thesis that thinking is a kind of experience, and that conceptual mental content is constituted by a proprietary, sui generis kind of non-sensory phenomenology. In addition to the familiar sensory kinds of experience – visual, auditory, olfactory, etc., there is, according to this view, a cognitive kind of phenomenology. Just as there is “something it’s like” to have visual, auditory, etc.

The aim of this summer school is to examine the field of migration studies with a focus on three key aspects:

(1) reflecting on “migration studies” as a discipline and critically examining the assumptions that underlie the production of knowledge about migrants and migration;(2) reflecting on the process of migration research fieldwork and of conducting work “in the field” with migrants and other related actors;

History has seen several waves of constitution-building in the 20th century with an unparalleled boom starting in the 1990s after the fall of the Berlin wall. And while experts recently announced the end of this boom in new constitutions after the Cold War, the world is witnessing another wave of constitution-building, this time predominately in Africa.

This 7-day seminar in digital humanities research methods is designed to expose a new generation of scholars in Cold War history and culture to methods of analysis and discovery involving computational techniques. Designed and run by NEP4DISSENT (New Exploratory Phase in Research on East European Cultures of Dissent, nep4dissent.eu), COST Action 16213, the inspiration for the course is built around the transfer of knowledge from technologists and data scientists to humanists.

This summer university program at Central European University (Budapest) brings together outstanding international faculty and focuses on the construction of memory and identity narratives through images. The study of images generated, circulated, and stored on a variety of media, and their social embeddedness take many forms. Our course enhances participants’ skills for decoding the changing mechanisms of meaning-making and new practices of image production, interpretation, and social use.

Political Psychology is a discipline that experienced significant growth in the Anglo-American academic world in recent years. However, it has only started to flourish in Central and Eastern Europe nowadays. Its research is dedicated to understanding how we, humans, perceive and react to the world around us, especially on our interactions with political systems.

The Summer School will focus on the nexus between Romani identities and antigypsyism. Antigypsyism is a core concept of critical Romani studies, and can be used methodologically, analytically and theoretically as a way of understanding the position of Roma in Europe historically and in the present moment. A growing body of scholarship grounds our understanding of antigypsyism in the Europeanization of the Roma issue and neoliberal regime expansion following the fall of communism.

Recent philosophical discussions about discrimination have focused on what makes discrimination wrongful in paradigmatic cases, such as in examples involving sexist hiring committees or racist university admissions procedures. The purpose of this course is to provide a forum within which to build upon these foundations by exploring the further complications that arise in more controversial cases of the kind that we encounter most commonly. Throughout the course, we will explore questions such as the following:

Policy and Training courses

With the recent adoption of the Sustainable Development Goals (SDGs) and the call by UN Secretary General for a “revolution” in the use of data for sustainable development, geospatial technologies have tremendous potential to effectively and efficiently monitor SDG progress. In the fifteen years since the adoption of the Millennium Development Goals (MDGs), the amount of data available, as well as data collection and processing methods have changed substantially.

The course is designed for participants who have a business idea, who think that during their career they might start their own business, or who want to develop their entrepreneurial mindset and skills. This course is highly interactive and helps the participants to develop entrepreneurial skills.

According to the UNHCR, approximately 67 million people are currently displaced around the world as a result of the unprecedented levels of armed conflict. Similarly, millions of people are migrating in search of better economic opportunities with about 258 million people now living in a country which is not the country of their birth. Refugee and migrant children are often excluded from early childhood settings and schools alongside others who are also excluded on the grounds of disability, race, language, religion, gender, and poverty.

The Innovations in Disaster Risk Reduction (DRR) workshop will highlight recent advances in information and communication technologies (ICTs) and how they are empowering both decision-makers and citizens to play a proactive role in managing disaster risks and providing more effective disaster response. The workshop will build upon experience and expertise in ICTs and DRR by both UNDP and a diverse network of organizations, who have come together over the past several years to train environmental professionals in the field.

In recent decades Internationalization-at-Home (IaH) has been viewed by many European universities as a solution for providing students the global competencies required from professionals working in an international and interconnected society. The goal of IaH is to transform classrooms and campuses into spaces that intentionally promote intercultural, international, and global learning.

Journalism is facing a deep crisis of public trust. Some say it is more serious than the financial crisis that has clobbered news media over the course of the past decade. But the two, in fact, are deeply connected: subscriptions or various forms of memberships seem to be the only business model that works in this new era of journalism, and there is a close link between people’s decision to pay for news and the level of trust they have in the news product they buy and the people who make it.

This intensive one-week course facilitates the exchange of ideas and cooperative projects among mediation scholars, practitioners, trainers, and students in the East and West. In addition to offering an introduction to mediation, the program provides a teaching and training template for mediation training for scholars and practitioners from around the world to adapt for use in their home countries.

There is a long tradition of cooperation between ethnography and musicology in Central and Eastern Europe, which has been challenged by modern trans-disciplinary approaches of ethnomusicology. Combined with the extensive experience of CEU’s Cultural Heritage Studies and CEU’s Arts and Culture Center, this course provides an insight into the intangible heritage scene and its most universally accessible fields: music.

The precautionary principle is a key principle of environment governance. It poses challenges to both environmental science and environmental governance because it applies to 'situations of scientific complexity, uncertainty and ignorance, where there may be a need to act in order to avoid, or reduce, potentially serious or irreversible threats to health and/or the environment, using an appropriate strength of scientific evidence, and taking into account the pros and cons of action and inaction and their distribution' (EEA 2013, p. 681).